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All Journal IJEE (Indonesian Journal of English Education) ETERNAL(english, teaching, learning, and Research Journal) Jurnal Bahasa Lingua Scientia EduReligia : Jurnal Pendidikan Agama Islam International Journal of English Education and Linguistics (IJoEEL) Journal of Innovation in Educational and Cultural Research GUYUB: Journal of Community Engagement JOLLT Journal of Languages and Language Teaching Jurnal Aksi Afirmasi: Jurnal Pengabdian kepada Masyarakat IJORER : International Journal of Recent Educational Research Journal of English Language and Education Journal of General Education and Humanities Journal of Artificial Intelligence and Digital Business JURNAL ILMIAH GEMA PERENCANA Jurnal Keadaban: Jurnal Sosial dan Humaniora AKSELERASI: Jurnal Pengabdian Masyarakat Jurnal Pengabdian kepada Masyarakat Multidisiplin (JUPENGEN) Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Ekowijayanto, Mochlis
Universitas Nurul Jadid
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Public Health Social Sciences Other

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Duolingo As a Digital Tool for Enhancing English As a Foreign Language (EFL) Speaking Proficiency at Zain Academy Khomariyah, Yanti; Ekowijayanto, Mochlis
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 2 (2025): Mei - Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i2.1670

Abstract

This study aims to explore the integration of the Duolingo application into English speaking instruction for English as a Foreign Language (EFL) students at Zain Academy within a blended learning framework. Employing a descriptive qualitative approach, data were collected through interviews, observations, and documentation, then analyzed thematically. The findings reveal that Duolingo positively contributes to four key areas of speaking proficiency: building students' confidence, improving pronunciation, enhancing vocabulary acquisition, and strengthening basic sentence construction. The app's adaptive, multimodal, and gamified design facilitates linguistic development in an engaging and accessible manner. Nevertheless, the study also identifies several limitations, such as the lack of real-time interaction, difficulty in mastering complex sentence structures, and declining motivation during extended use. Within a blended learning environment, Duolingo proves more effective when complemented by classroom-based speaking practice and guided teacher feedback. Thus, the synergy between technological tools and pedagogical intervention becomes essential in maximizing the effectiveness of app-based language learning. The study recommends Duolingo as a supportive tool within hybrid learning strategies that is flexible, measurable, and oriented toward authentic communication development.
Impact of ChatGPT on Students' Learning Strategies and Critical Thinking Development Ekowijayanto, Mochlis; Ulvia, Anisa Luluk
Journal of Innovation in Educational and Cultural Research Vol 6, No 4 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i4.2400

Abstract

The rapid integration of artificial intelligence (AI) technologies, such as ChatGPT, into education has raised concerns about their potential to suppress students' critical thinking skills. This study aims to investigate whether ChatGPT facilitates or hinders the development of critical thinking through adaptive and individualized learning interactions. Using a qualitative approach, data were collected through in-depth interviews and direct observations of students and lecturers at Nurul Jadid University. The findings suggest that ChatGPT can enhance classroom discussions, encourage students to consider multiple perspectives, and refine their analytical skills. However, challenges such as over-reliance on AI, information bias, and decreased independent reasoning must be addressed to optimize the role of AI in education. This study concludes that ChatGPT offers significant benefits in fostering engagement and analytical reasoning. Its effective integration requires careful pedagogical strategies. The study contributes to educational research by providing insights into AI-assisted learning and proposing guidelines for maximizing AI's educational potential while mitigating its drawbacks.
Peningkatan Literasi Bahasa Inggris melalui Program Kampung Inggris Mini di MTs Nadlatut Thalibin Ekowijayanto, Mochlis; Syarofi, Ibnu; Faiz, M; Sanjaya, Moh. Nunung; Dani, Ahmad
Jurnal Aksi Afirmasi Vol. 6 No. 2 (2025): August 2025
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/jurnalaksiafirmasi.v6i2.2059

Abstract

English proficiency at MTs Nadlatut Thalibin, an Islamic boarding school in Tegalwatu Village, Probolinggo Regency, faces significant challenges due to limited exposure and practical use of English in students' daily lives. Conventional teaching methods and the lack of engaging media have resulted in low motivation and skills in English. To address this issue, the KKN Team of Universitas Nurul Jadid implemented the Mini English Village Program, aiming to improve English literacy among students through enjoyable and contextual activity-based learning. This program engaged students in interactive activities such as storytelling, morning talks, English games, and song-based learning. The activities aimed to enhance students' speaking and listening skills while providing them with opportunities to use English practically outside the classroom. Additionally, the program included training for teachers to design more creative and activity-based teaching methods. The evaluation results showed a significant improvement in students' speaking and listening skills. Students, who were previously hesitant, became more active in discussions and quickly absorbed new vocabulary through enjoyable activities. The Mini English Village Program successfully motivated students and provided them with an English learning experience that was applicable and relevant to their daily lives. This program proved to be effective in enhancing English literacy at MTs Nadlatut Thalibin and can serve as a model for other Islamic schools in rural areas.
Exploring EFL Teachers' Strategies to Overcome Students' Boredom in Reading English Texts: A Case Study at Junior High School Level Pupuh, Ayu; Ekowijayanto, Mochlis
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1182

Abstract

This study investigates various strategies used by English as a Foreign Language (EFL) teachers to counteract students' boredom while reading English texts. The study adopts a qualitative approach, utilising semi-structured interviews with EFL teachers from diverse educational settings. This research was conducted at a junior high school in Paiton, Probolinggo, and focused on teacher strategies to overcome reading boredom in English lessons. Data was gathered through interviews with EFL teachers, emphasising their innovative methods and the efficacy of these strategies in reducing student disengagement. The findings show that various strategies, such as reading with a picture, scanning for interpreted vocabulary, and reading with technology, are used to make reading more interesting and enjoyable. The study gives insights into the problems instructors face and outlines recommended practices for developing a more dynamic and engaging reading experience. These insights have implications for EFL teaching practice and can improve reading outcomes in English learning.
EFL Students' Experiences With Anxiety In Learning English Speaking: A Narrative Inquiry Arrahmani, Novi Ida Fitriyah; Ekowijayanto, Mochlis
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 2 (2025): Mei - Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i2.1906

Abstract

Speaking anxiety in English as a Foreign Language (EFL) learning can significantly impact students' academic performance. This study explores EFL students’ experiences with different types of speaking anxiety and the strategies they use to manage it. Using a qualitative descriptive approach through narrative inquiry, data were collected from two students at SMA Nurul Jadid, selected through purposive sampling. Thematic analysis was conducted following the Miles and Huberman model. The study identified six key themes: anxiety due to lack of experience and knowledge, anxiety during live evaluations, context-based anxiety (online vs. offline), anxiety under limited preparation, shifting perspectives on anxiety, and coping strategies. Common strategies included seeking support from trusted individuals and intensive practice. The level of anxiety varied among individuals, with distinctions between general and situational anxiety. The findings support the Foreign Language Anxiety framework by Horwitz, Horwitz, and Cope, particularly the components of communication apprehension, test anxiety, and fear of negative evaluation. However, a new insight emerged: participants reported lower anxiety in online settings compared to offline ones, suggesting that anxiety is influenced by environmental factors, not solely by personality traits. This highlights the dynamic nature of speaking anxiety in EFL contexts.
NEGOTIATING PROFESSIONAL IDENTITY: A CASE STUDY OF CULTURAL LEARNING OF ENGLISH TEACHERS AT MTS NAHDLATUT THALIBIN Mochlis Ekowijayanto; Ibnu Syarofi; Muhammad Faiz; Nunung Sanjaya; Ahmad Dani
Jurnal Bahasa Lingua Scientia Vol. 17 No. 2 (2025): Vol. 17 No. 2 2025
Publisher : UPT Bahasa Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2025.17.2.445-464

Abstract

This research aims to explore the negotiation process of the professional identity of English teachers at MTs Nahdlatut Thalibin, a pesantren based madrasah that prioritizes local religious and cultural values. This study identifies how English teachers negotiate their roles amid the demands of a national curriculum based on global competencies and local values upheld in madrasas. Through a qualitative approach with in-depth interviews, observations, and documentation, three main themes were found: (1) teachers' perception of their professional identity, (2) adaptation strategies in learning, and (3) challenges faced in negotiating professional identity. The results of the study show that teachers at MTs Nahdlatut Thalibin view their identity as more than just language teaching, but also as cultural agents who must transfer local religious and cultural values. Strategies used by teachers include the selection of teaching materials that are sensitive to local culture, the insertion of religious values in English learning, and the translation of foreign terms using local cultural analogies. However, the main challenge facing teachers is the tension between the demand to teach English based on a global curriculum and the need to maintain local religious and cultural values. This research provides insight into how English teachers in faith-based madrassas negotiate their identities and demonstrates the importance of developing a curriculum that is sensitive to local and religious contexts in language learning.
Analysis of Obstacles and Supporting Factors in English Learning for Adults Moh. Ansori Dimastiar; Mochlis Ekowijayanto
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1780

Abstract

English learning for adults plays a crucial role in supporting professional needs and self-development amidst the demands of globalization. However, adult learners often face various obstacles that can affect the success of their learning. This study aims to analyze the obstacles and supporting factors in English learning for adults in an integrated manner, taking into account the learners' real-life contexts. This study employed a qualitative approach with a descriptive qualitative design. Data were collected through semi-structured interviews with adult English learners participating in learning in non-formal and informal contexts, then analyzed using thematic analysis. The research findings indicate that the main barriers to English learning for adults include time constraints due to work and family demands, language anxiety impacting self-confidence, and linguistic difficulties related to distance from formal learning. Conversely, supporting factors such as motivation based on practical needs, social support, and the use of independent learning strategies and digital technology have been shown to help learners manage these barriers. This research confirms that barriers and supporting factors interact to shape the adult learning experience. These findings are expected to form the basis for developing English learning programs that are more flexible, contextual, and tailored to the needs of adult learners
AI-Based Feedback Systems for Improving Grammar Accuracy: An Experimental Study in EFL Context Emilia Yusrina; Mochlis Ekowijayanto
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1785

Abstract

This study aims to investigate the effectiveness of Artificial Intelligence (AI)-based feedback in improving the grammatical accuracy of English as a Foreign Language (EFL) learners. The study employed a quantitative quasi-experimental design using a pre-test–post-test control group. The participants consisted of 60 university students, who were divided into an experimental group receiving AI-based feedback and a control group receiving conventional teacher feedback. Data were collected through essay writing tests and analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. The findings revealed that both groups demonstrated improvement; however, the experimental group showed a significantly greater increase in grammatical accuracy (from 65.4 to 82.6) compared to the control group (from 66.1 to 74.3). The results of the independent-sample t-test indicated a statistically significant difference between the two groups (p < 0.001). These findings suggest that AI-based feedback provides immediate and individualized corrective input that effectively enhances learners’ grammatical performance. Nevertheless, teacher feedback remains essential in providing contextual and pedagogical support. Therefore, the integration of AI and teacher feedback is recommended to achieve optimal learning outcomes in EFL writing.
Exploring English Speaking Anxiety in EFL Context: A Lesson from First Year University Students Mochammad Nur Faqih Khalilullah; Mochlis Ekowijayanto
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.20259

Abstract

English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.
From Lyrics To Listening: A Creative Program To Improve The Listening Skills Of Grade 9 Students At Nurul Jadid Junior High School Through English Songs Leni Wulandari; Umi Nur Faizah; Galuh Rofanda; Khoiratul Ummah; Wardatul Karomah; Mochlis Ekowijayanto; Nur Aini
Jurnal Pengabdian Kepada Masyarakat Multi Disiplin Vol. 2 No. 4 (2025): JUPENGEN - November
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jupengen.v2i4.982

Abstract

Listening is widely recognized as one of the most challenging skills for junior high school EFL learners, especially when instruction still depends on monotonous, textbook-based audio materials that offer limited authenticity. The From Lyrics to Listening program was designed as a creative instructional model to enhance the listening proficiency of ninth-grade students at Nurul Jadid Junior High School through the integration of English songs. This study employed a descriptive qualitative approach complemented by simple quantitative comparisons to examine students’ progress before and after the intervention. During a four-week implementation period, students engaged in structured pre-listening, while-listening, and post-listening activities supported by digital platforms such as YouTube and LyricsTraining. The results indicate a notable improvement in students’ listening comprehension, particularly in their ability to recognize vocabulary, interpret lyrical meaning, and understand the main ideas of spoken texts. Classroom observations further showed increased enthusiasm, active participation, and learner confidence. Overall, the findings highlight that incorporating English songs into listening instruction is both enjoyable and pedagogically effective, contributing to enhanced motivation and improved listening outcomes.
Co-Authors Ahmad Dani Ahmad Dani Aisyah Dita Zhaqila Arrahmani, Novi Ida Fitriyah Astutik, Yayuk Della Isa Fadillah Devi Maria Ulfa Emilia Yusrina Faiz, M Farid Noor Romadlon Ferdiansyah, Mohammad Altof Galuh Rofanda Ibnu Syarofi Intan Cahyani Khoiratul Ummah Khomariyah, Nur Khomariyah, Yanti Leni Wulandari Mochammad Nur Faqih Khalilullah Moh. Ansori Dimastiar Muhammad Faiz Mukhollafah, Wildani Munisa Imamah Nisa', Ulvatun Nunung Sanjaya Nur Aini Nurlailiya Fitriana Pupuh, Ayu Rifka Rifka Rozanatul Hamimah Fauzi Sanjaya, Moh. Nunung Sheila Rohmaniyah Siti Kholilatul Jannah Sulala, Warda Anis Syarofi, Ibnu Talita Salsabila Novi Yanto Tiara Ainur Rizki Ulvia, Anisa Luluk Umi Nur Faizah Wardatul Karomah